School Grade &

Candaping National High School 8-

Section
DAILY Teacher
Ronie B. Mabayambang
Learning
SCIENCE
LESSON Area
Teaching Dates
PLAN Quarter 3
& Time
Week No. 9 Day 4 Duration

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed,
additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guide.
The learners demonstrate an understanding of:
A. Content
the periodic table of elements as an organizing tool to determine the chemical properties of
Standards
elements.
B. Performance The learners shall be able to:
Standards
C. Learning 1. Use the periodic table to predict the chemical behavior of an element. S8MT-IIIi-j-
Competency/ies 12
Write the LC Code for each.
Knowledge: Identify the chemical behavior of an element in the periodic table.
D. Learning Skills: Label the figure to show the trends of chemical behavior of an element.
Objectives Attitudes: Cite the importance of the chemical behavior in locating an element in the
periodic table.
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT/TOPIC Trends of an Elements in the Periodic Table
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
1. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 90-91.
2. Science and Technology III. NISMED. 1997. pp. 253-259.
3. Textbook pages
3. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 60-61.
4. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 212-217.
4. Additional
Materials from
Learning 1. EASE Science II. Module 11. Lesson 2.
Resource (LR)
Portal
B. Other Learning
Periodic Table of Elements
Resources
These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
IV. PROCEDURES things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Reviewing
previous lesson or
presenting the new
lesson.
ELICIT (The activities in this section
will evoke or draw out prior concepts of
or experiences from the students)
B. Establishing a How do elements arrange in the periodic table?
AWARENESS

purpose for the Short review on the chemical properties of elements.

lesson.
ENGAGE (The activities in this section
will stimulate their thinking and help them
access and connect prior knowledge as a
jumpstart to the present lesson.)
C. Presenting
examples/instance
s of the new lesson.

D. Discussing the new Interactive Discussion: What is electronegativity? Electron Affinity? Ionization Energy?
concepts and How do you describe the electronegativity of an elements as it goes from left to right?
practicing new https://www.youtube.com/watch?v=hePb00CqvP0
skills #1.
ACTIVITY

EXPLORE (In this section, students

will be given time to think, plan,
investigate, and organize collected
information; or the performance of the
planned/prepared activities from the
student’s manual with data gathering and
Guide questions)
 E. Discussing the new
concepts and
practicing new
skills #2.
F. Developing Why is it important to know the chemical behavior of elements?
mastery In knowing the chemical behavior is it necessary to locate the elements in the periodic
(Leads to formative table?
assessment 3).

ANALYSIS
EXPLAIN (In this section, students will
be involved in an analysis of their
exploration. Their understanding is
clarified and modified because of
reflective activities)/Analysis of the
gathered data and results and be able to
answer the Guide Questions leading to
the focus concept or topic of the day.
G. Making Ionization Energy is the energy required to remove an electron from an atom.
generalization and Electron Affinity is the energy released or absorbed when an atom gains an electron
ABSTRACTION

abstraction about forming a negative ion.

the lesson. Electronegativity is the tendency of an atom to attract electrons to itself.
ELABORATE (This section will give The periodic table trends for ionization energy, electron affinity, and electronegativity
students the opportunity to expand and are the same. They increase from left to right in the periodic table and decrease down a
solidify / concretize their understanding
of the concept and / or apply it to real –
period.
world situation)
H. Finding practical Compare the chemical properties of metals and nonmetals.
APPLICATION

application of Metals outer shells contain few electrons, have low ionization energy values, slightly
concepts and skills negative or positive electron affinity, slightly electronegative and form cations by
in daily living. losing electrons. Nonmetals contain four or more electrons ,have ionization energy
values, have high negative electron affinity values ,highly electronegative and form
anions by gaining electrons
I.
Evaluating For each pair of elements, which would have greater electron affinity?
ASSESSMENT

learning. 1. boron or carbon

EVALUATION (This section will 2. magnesium or aluminum
provide for concept check test items and 3.sodium or chorine
answer key which are aligned to the
learning objectives - content and
performance standards and address
misconceptions – if any)
J. Additional Secure different labels of products and identify the elements present on it.
activities for
ASSIGNMENT

application or
remediation.
EXTEND (This sections give situation
that explains the topic in a new context ,
or integrate it to another discipline /
societal concern)

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lesson
work? No. of learner who
caught up with the lesson
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
NOTE: Procedure is adapted/adopted from DLP 2017 of DepEd-Division of Lapu-Lapu City as reference.